Research and Data Analysis 2 QUALITATIVE RESEARCH AND

Research and Data Analysis 2 QUALITATIVE RESEARCH AND ANALYSIS

QUALITATIVE RESEARCH AND ANALYSIS Qualitative research projects that become too tidy too soon are probably ones in which researchers never give phenomena a fair chance to show their richness in variety or in which researchers are more interested in ‘truthifying’ their theories than falsifying them. (Chenail, R. 1997, para. 7) The Qualitative Report, Volume 3, Number 3, September, 1997 (http: //www. nova. edu/ssss/QR/QR 3 -3/plumb. html)

Example Area of interest-Paraprofessionals Problem: Paraprofessionals are usually not given adequate training to make them effective in classrooms Data sources: Survey, interview, and observation

Surveys

A DIVERSION IN THE SURVEY In a survey you have created for your research, you ask numerous questions on your topic. However one of the respondents gives the reply below: “I know you wanted me to respond to the survey with the provided answers but I want to comment on why I answered as I did. ”

How do you solve the diversion? • Go back to your question: Are paraprofessionals given enough training to be effective in the classroom? • You may decide to allow the participant to add comments but insist that he/she responds to the specific survey item-Rapport and potential anecdotal information may be found if you do so…………. . …

HOWEVER, KEEP FOCUSED

Data collected based on question from survey • On a scale of 1 to 5, 1 being the lowest and 5 being the highest, which items are most beneficial to you: • Educational assistance inservices 4 • Sidebar conversations in the class 3 • Weekly meetings with the teacher 2* * Comments here by respondent

Comments can become a diversion “ I responded with a low rating to the teacher weekly meeting because the teacher I work with is unorganized. She often doesn’t plan things out from week to week and so I never quite know what to do. She tells me to ‘just help out. ’ If she were more organized the weekly meeting may be more helpful. ”

By returning to the original question you can decide if you should disregard this comment or include it. WHAT DO YOU THINK? Do you include this comment in reporting our survey results?

Examine the original question Are paraprofessionals given enough training to be effective in the classroom? If you are still unclear, then return to your Problem Statement: PARAPROFESSIONALS ARE USUALLY NOT GIVEN ADEQUATE TRAINING TO MAKE THEM EFFECTIVE IN CLASSROOMS

Remember, THIS IS YOUR STUDY You need to consider the options If I include the comment: The weekly meeting may be beneficial if the teacher is organized The weekly meeting may be beneficial if this particular paraprofessional worked with another If I disregard the comment: This is not part of what I am trying to find out so it is not necessary to include it but. . . In my suggestion for future topics, I may suggest looking at styles when two adults work together

Interviews

Interviews • The interview aspect of data collection allows more subjective information to be used. • If your interview touched on some of the survey issues (and it more than likely did), this is the place to “flesh out” the information. • Coding is an important part of giving validity to the interview data.

Analyzing interviews/observations

Start with one interview • Skim through the whole interview. • As you go through the interview, underline words/thoughts/ phrases that stand out to you. • Go back over the interview again, more slowly and find additional “threads. ” • After the first interview, make a list of themes that you found.

Consecutive interviews • With the list of themes or codes by your side, go through the next interview and the next, etc. • As you underline the items that stand out to you, place theme or code above the phrase. • Important items should be double underlined and/or boxed.

A WARNING • The codes and themes should emerge from the data. • Do not let your bias get in the way of the data coming forth. • Remember Chenail’s quote at the beginning! • Once the codes and themes are identified, ask: “How much data supports each of these themes (codes)? ”

Different ways to designate the codes

Visual maps for theoretical model • Sometimes it is easier to understand themes and how they connect by creating a visual map. • Place theme that has emerged in the middle of the page • The codes/categories are placed around theme

Visual maps for theoretical model • Eventually quantitative data (such as number/frequency of occurrences) and qualitative data (such as interview comments) are added to the model. Such information can also placed in the final report. • This keeps validity in the study

Maps done…. now what? • These themes will be the topics of your paragraphs. • An outline may be done. • The phrases are translated into sentences. • Sentences are placed into paragraphs. • The data analysis portion is completed.

Things to remember • By checking back to your original question often you assure validity AM I MEASURING WHAT I SAID I WOULD? What do I want to know? • Remember, in action research we are not concerned with generalities but how to improve the situation you have observed • By explaining your process, reliability is bolstered